Education - Gender INTERNAL and Gender identity Flashcards
How did equal opportunity policies better achievement for women?
Policies like GIST and WISE have helped girls to see into their future. Teachers also actively enforce the sex discrimination act within the classroom, promoted equality and showed women who have had important role historically. Teachers actively challenged stereotypical images of females.
How did feminism in education better achievemnet for females?
Increase in the number of female teachers in the classroom therefore role models for girls in all areas of education. 84% of primary teachers were female and there has been an increase of primary Head teachers that are female too.
How did identity affect girl’s achievement?
Girls attempt to gain ‘symbolic capital’ (status) from their peers in different ways. W/c girls got boyfriends or tried being ‘the loud one’. Some adopt hyper heterosexual feminine identities by spending money on a ‘glamorous image’. Girls that did not adopt this image were labelled ‘tramps’. The need for status brings the girls into conflict with the school, parenting them from acquiring educational capital.
What did Mitsos and Browne find?
Coursework is more particularly beneficial for girls as they are better organised, spend more time on work, present work in a neater way and meet deadlines Girls mature earlier and are socialised differently and therefore are encouraged to be neat and patient from an early age. Males are more successful in final exams.
What did Willis & Mac an Ghaill find about boys behaviours?
Boys underachieve because of ‘laddish subcultures’ in which values of education are rejected. Willis found that w/c boys rejected hard work, discipline and respect as they knew they would end up in manual labour, so they didn’t try. Mac an Ghaill found that male peer groups produced a range of class identities. W/c ‘macho’ lads were dismissive of other aspiring w/c boys and labelled them ‘dickhead achievers’. M/c students who were projecting an image of effortless achievement and therefore succeeded were labelled ‘real Englishmen’
How did behaviour effect boys achievement?
Boys were believed to have greater behaviour problems and were more disruptive in classrooms. They were always in trouble and will often get suspended.
What did Francis find?
Staff are not as strict with boys and have lower expectations, teachers extend deadlines and accept disruptive behaviour. Boys are overconfident in their ability.
What did Barber find?
More boys think they are able or very able and fewer boys think they’re below average. Girls lack confidence, feel undervalued and see teachers spend all time with the boys.
How did verbal abuse affect achievement in gender?
Through abusive language, dominant gender and sexual identities are reinforced in the school. Boys use name calling to put girls down if they behave or dress in certain ways. Lees found that boys called girls ‘slags’ if they appeared sexually available and ‘drags’ if they didn’t.
What did Mac an Ghaill say about Male peer groups?
Male peer groups use verbal abuse to reinforce their definitions of masculinity. W/c = dickhead achievers, M/c = real englishmen.
How did the male gaze effect gender achievement?
Visual aspect to the way in which pupils control each others’ identities. The way in which male teachers and pupils look up and down seeing them as sexual objects ad making judgements.
How did teacher and discipline effect gender achievement?
Teachers playing part in reinforcing gender identities. Male teachers told boys off for ‘ acting like girls’ and teased them for being worse than girls. They ignored boys verbal abused and blamed girls for attracting it.
What did Lees find about double standards?
Identifies a double standard of sexual morality in which boys boast about their sexual exploits but a girl is a slag if she dresses/speaks in a certain way
What dis Ringrose found?
They found that being popular was crucial, to a girls’ identity within school. Girls find a tension between fulfilling an idealised feminine identity versus a sexualised identity that involved competing for boys.
